9:34-9:37 = Bell activity. Students answer two questions. Quietly...obviously this class is working on being silent.
"you actually listened." - while Mrs. Stowe is reading the 'news' to kids. What do you think about this comment? What do you think are some presuppositions she has about this group of kids? NEWS - how might this activity be done in a more engaging and interactive format?
- Anybody have any other news? - how long did she wait for their response after asking this question?
"do you have something to say?" - what do you think of this question in response to a kid's raised hand?
9:41 - A & E take over.
9:41 - You ask students to take out a piece of paper. Did you notice how quickly they did this and were ready to act for you.
9:42 - Students write down their perceptions about the wealthy and impoverished.
9:43 - All desks students are pushed back, utilization of open space is necessary.
9:43 - Students each collect one card at random.
9:43 - SS leaves room (cooperating teacher)
9:44 - ET and AS discuss the importance of respect throughout this activity (reference to Dakota Meadows core values)
9:44 - Introduction of economic classes
9:45 - Poorest of the poor step forward (20% of the world's population = $1/day) - Why do you not want them to laugh? How might you train them to appropriately respond to what they "don't know what to do" when hearing that someone else is poor/their peers have been deemed as poor.
9:46 - SS (cooperating teacher) returns.
9:48 - Working poor (25% of population = $2/day)
9:48 - the poorest of the poor all sat down. How could you engage these students while the other economic groups so that they feel a need to pay attention.
9:50 - milddle income (35% of the world's population = $?/day)
9:51 - What is my reason for caring about what you're telling me? Aside from being interested (because the topic is interesting), what is the value I gain from understanding these things?
9:52 - Richest of the rich. 20% of the population who control 86% of the world's wealth.
9:53 - Do you know that students know what "net worth" is?
9:55 - This is for "Everyone." Was everything not for everyone?
9:55 - Watch the kids. As you begin to share about the amount of food that is eaten in the US, hungry people in the US, etc. their interest wanes. Make explicit what they should be learning, what they should be 'taking away.' and how this new learning should change them.
9:57 - E and A ask students how they feel in each of their economic classes. Students respond with rather insightful answers. Some have evidently discussed similar topics at home/in personal life.
9:59 - I'm not yet witnessing disrespectful/disruptive behavior. Are you? I would say this class is very well behaved. They're doing exactly what you're asking them to do, they're involved and they're rather engaged in each of your activities. Their answers are thought filled.
10:04 - Might there be a visual aid/representation/graph that you could be showing all of the time to use as reference for students who need to see the disparity of wealth?
10:06 - Discussion questions
10:10 - Brent? shares personal story about his dad. How will you (in the future) validate such stories yet re-direct such socially inappropriate contributions so that everyone can keep going the same direction? You handled this wonderfully. You'll have at least one of these in just about every single class.
10:11-10:18 - Discussion (large group) in response to their reflection questions.
"you actually listened." - while Mrs. Stowe is reading the 'news' to kids. What do you think about this comment? What do you think are some presuppositions she has about this group of kids?
NEWS - how might this activity be done in a more engaging and interactive format?
- Anybody have any other news? - how long did she wait for their response after asking this question?
"do you have something to say?" - what do you think of this question in response to a kid's raised hand?
9:41 - A & E take over.
9:41 - You ask students to take out a piece of paper. Did you notice how quickly they did this and were ready to act for you.
9:42 - Students write down their perceptions about the wealthy and impoverished.
9:43 - All desks students are pushed back, utilization of open space is necessary.
9:43 - Students each collect one card at random.
9:43 - SS leaves room (cooperating teacher)
9:44 - ET and AS discuss the importance of respect throughout this activity (reference to Dakota Meadows core values)
9:44 - Introduction of economic classes
9:45 - Poorest of the poor step forward (20% of the world's population = $1/day) - Why do you not want them to laugh? How might you train them to appropriately respond to what they "don't know what to do" when hearing that someone else is poor/their peers have been deemed as poor.
9:46 - SS (cooperating teacher) returns.
9:48 - Working poor (25% of population = $2/day)
9:48 - the poorest of the poor all sat down. How could you engage these students while the other economic groups so that they feel a need to pay attention.
9:50 - milddle income (35% of the world's population = $?/day)
9:51 - What is my reason for caring about what you're telling me? Aside from being interested (because the topic is interesting), what is the value I gain from understanding these things?
9:52 - Richest of the rich. 20% of the population who control 86% of the world's wealth.
9:53 - Do you know that students know what "net worth" is?
9:55 - This is for "Everyone." Was everything not for everyone?
9:55 - Watch the kids. As you begin to share about the amount of food that is eaten in the US, hungry people in the US, etc. their interest wanes. Make explicit what they should be learning, what they should be 'taking away.' and how this new learning should change them.
9:57 - E and A ask students how they feel in each of their economic classes. Students respond with rather insightful answers. Some have evidently discussed similar topics at home/in personal life.
9:59 - I'm not yet witnessing disrespectful/disruptive behavior. Are you? I would say this class is very well behaved. They're doing exactly what you're asking them to do, they're involved and they're rather engaged in each of your activities. Their answers are thought filled.
10:04 - Might there be a visual aid/representation/graph that you could be showing all of the time to use as reference for students who need to see the disparity of wealth?
10:06 - Discussion questions
10:10 - Brent? shares personal story about his dad. How will you (in the future) validate such stories yet re-direct such socially inappropriate contributions so that everyone can keep going the same direction? You handled this wonderfully. You'll have at least one of these in just about every single class.
10:11-10:18 - Discussion (large group) in response to their reflection questions.